Science Measurement Topics and Rubrics Version 3.0 K-2

Science:Measurement Topics

andRubrics

(Version 3.0)(Version 3.0)

Science Measurement Topics and Rubrics Version 3.0

Measuring Topics

1. Asking Scientific Questions and Framing Engineering Problems (Part 1: Science)2. Asking Scientific Questions and Framing Engineering Problems (Part 2: Engineering)3. Developing and Using Models and Visual Representations (Part 1: Science)4. Developing and Using Models and Visual Representations (Part 2: Engineering)5. Planning and Carrying Out Investigations (Part 1: Science)6. Planning and Carrying Out Investigations (Part 2: Engineering)7. Analyzing and Interpreting Data (Part 1: Science)8. Analyzing and Interpreting Data (Part 2: Engineering)9. Using Computational Thinking and Mathematical Reasoning (Part 1: Science)10. Using Computational Thinking and Mathematical Reasoning (Part 2: Engineering)11. Constructing Scientific Explanations and Designing Engineering Solutions (Part 1: Science)12. Constructing Scientific Explanations and Designing Engineering Solutions (Part 2: Engineering)13. Using Evidence to Engage in and Support Arguments (Part 1: Science)14. Using Evidence to Engage in and Support Arguments (Part 2: Engineering)15. Analyzing, Evaluating, and Communicating Information (Part 1: Science)16. Analyzing, Evaluating, and Communicating Information (Part 2: Engineering)17. Analyzing Patterns18. Analyzing and Explaining Causal Relationships19. Assessing the Impact of Scale, Proportion, and Quantity20. Investigating Systems and System Models21. Analyzing Flows, Cycles, and Conservation of Energy and Matter22. Exploring Structure and Function23. Investigating Stability and Change

Science Measurement Topics and RubricsAlexandria City Public Schools

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Science Measurement Topics

The science measurement topics are thematic strands and process standards which focus on essential questions, enduring understandings and fundamental processes. Students will investigate and revisit them in science courses, K-12. These strands provide “big ideas” that help students anchor their learning of concepts, facts, theories, and practices. These measurement topics have been developed based on the 2010 Virginia Science Standards of Learning and the National Research Council Next Generation Science Standards Framework for K-12 Science Education.

Measurement topics I through VIII focus on scientific and engineering practices. Engaging in the practices of science helps students understand how scientific knowledge develops; such direct involvement gives them an appreciation of the wide range of approaches that are used to investigate, model, and explain the world. Engaging in the practices of engineering likewise helps students understand the work of engineers, as well as the links between engineering and science.

Measurement topics IX through XV focus on crosscutting concepts that have value across the sciences and in engineering. These concepts help provide students with an organizational framework for connecting knowledge from the various disciplines into a coherent and scientifically based view of the world.

Transfer goals for each unit are tied to these measurement topics. The rubrics for each transfer task measure students’ progress toward one or more of these theme-based competencies.

Measurement Topic Knowledge and Processes Overarching Essential Questions

IAsking Scientific Questions and

Framing Engineering

Problems

As scientists, students formulate questions that can be answered by observation or experimentation, establishing what is already known, and developing a prediction based on prior knowledge, a model or a theory.

As engineers, students begin with a problem, need, or desire that suggests an engineering problem that needs to be solved.

What exists and what happens? Why does it happen? How do we know? Can we formulate a question that can be

investigated within the scope of the classroom, school laboratory, or field with available resources?

Can we formulate a possible explanation that predicts the outcome based on prior knowledge, a model, or a theory?

What can be done to address a particular human need or want?

How can the need be better specified? What tools and technologies are available,

or could be developed, for addressing a need?


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IIDeveloping and

Using Models and Visual

Representations

As scientists, students construct and use of a variety of models and simulations to help develop explanations about natural phenomena.

As engineers, students use of models and simulations to analyze systems and to recognize the strengths and limitations of their designs.

How can we construct drawings or diagrams that represent events or systems?

How can we represent and explain phenomena with multiple types of models?

Can we assess the limitations and precision of the model as the representation of a system, process, or design?

How can we improve the model to better fit available evidence or better reflect a design’s specifications?

Which computer simulations exist or can be developed for understanding and investigating aspects of a system, particularly those not readily visible to the naked eye?

Can we make and use a model to test a design and to compare the effectiveness of different design solutions?

IIIPlanning and Carrying Out

Investigations

As scientists, students conduct field or laboratory systematic investigations, which require the identification of what is to be recorded, which equipment is used, and, if applicable, what are to be treated as the dependent and independent variables.

As engineers, students conduct investigations to gain data and to test their designs, which require the identification of what variables will be tested, which equipment will be used, and how the data will be collected.

How do we decide what data are to be gathered, what tools are needed to do the gathering, and how will measurements are recorded?

How much data are needed to produce reliable measurements and consider any limitations on the precision of the data?

How do we better gather data in a logical manner to ensure consistency and reliability?

Which are the relevant independent and dependent variables and controls for experimental or field-research procedures?

Are we considering possible hidden variables or effects and how do we ensure that the investigation’s design has controlled for them?

How well is our team engaging in all steps of the design cycle?

Does our plan meet specific design criteria?


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IVAnalyzing and

Interpreting Data

As scientists or engineers, students use tools including tabulation, graphical interpretation, visualization, and mathematical analysis to identify the significant features and patterns in the data.

To what extent is it important to analyze data based on scientific principles?

How can we show that there is no bias in the interpretation of outcome data?

How do we analyze data systematically to look for patterns or to test whether data are consistent with an initial prediction?

Do we recognize when data are in conflict with expectations and consider what revisions in the initial model are needed?

How can we use spreadsheets, databases, tables, charts, graphs, mathematics, and information and computer technology to gather, summarize, and display data and to explore relationships between variables?

How can we use mathematical techniques to evaluate the strength of a conclusion inferred from a data set?

Are there patterns in data that suggest relationships worth investigating further?

Can we distinguish between causal and correlational relationships?

How can we use data from physical models to analyze the performance of a design under a range of conditions?

VUsing

Computational Thinking and Mathematical

Reasoning

As scientists, students use mathematics and computation for constructing simulations, analyzing data, recognizing, expressing, and applying quantitative relationships, and assessing the significance of patterns or correlations.

As engineers, students use mathematics and computation for representing established relationships and principles and for creating simulations of designs.

How can we use our understanding of mathematics in analyzing data?

What are the physical properties that can be measured in this system?

What are the appropriate units that we should use?

How can we use mathematical formulas and graphs in scientific applications?

How can we express relationships and quantities in appropriate mathematical format for scientific modeling and investigations?

Can we compare mathematical expressions, computer programs, or simulations with what is known about the real world to see if they “make sense”?

VIConstructing

Scientific Explanations and

Designing Engineering

Solutions

As scientists, students construct logically coherent explanations of phenomena that incorporate their current understanding of science, or a model that represents it, and are consistent with the available evidence.

As engineers, students propose a range of solutions that result from

How do we explain phenomena using what we know about scientific theory and linking it to models and evidence?

How do we use scientific evidence and models to support or refute an explanatory account of a phenomenon?

How do we use our scientific knowledge to explain cause and effect?

How do we identify gaps or weaknesses in explanatory accounts (our own or those


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a process of balancing competing criteria of desired functions, technological feasibility, cost, safety, esthetics, and compliance with regulations.

of others)? How do we use our scientific knowledge

to solve design problems? How do we construct a device or

implement a design solution. Can we evaluate and critique competing

design solutions based on jointly developed and agreed-on design criteria?

VIIUsing Evidence

to Engage in and Support

Arguments

As scientists, students defend their explanations, formulate evidence based on a solid foundation of data, examine their own understanding in light of the evidence and comments offered by others, and collaborate with peers in searching for the best explanation for the phenomenon being investigated.

As engineers, students use systematic methods to compare alternatives, formulate evidence based on test data, make arguments from evidence to defend their conclusions, evaluate critically the ideas of others, and revise their designs in order to achieve the best solution to the problem at hand.

How do we construct a scientific argument showing how data support a claim?

How do we identify possible weaknesses in scientific arguments and discuss them using reasoning and evidence?

How do we identify flaws in our own arguments and modify and improve them in response to criticism?

How are claims, data, and reasons used differently in scientific arguments?

How can explain the nature of the controversy in the development of a given scientific idea?

How are claims to knowledge judged by the scientific community today?

How does peer review improve scientific knowledge?

How can we analyze media reports of science or technology in a critical manner so as to identify their strengths and weaknesses?

VIIIAnalyzing,

Evaluating, and Communicating

Information

As scientists, students communicate ideas and the results of inquiry orally, in writing, and by engaging in extended discussions with peers, they derive meaning from scientific texts (such as papers, the Internet, and presentations), and they evaluate the scientific validity of the information.

As engineers, students express their ideas, orally and in writing, and by engaging in extended discussions with peers, they derive meaning from texts, and they evaluate information.

How are we using tables, diagrams, graphs, models, and mathematical expressions to improve the way we communicate our results or ideas?

How can we apply key ideas from scientific and engineering text, data tables, diagrams, and graphs to what we are learning?

How can we produce written and illustrated scientific and engineering text or oral presentations that communicate our own ideas and accomplishments?

How can we use the information in primary scientific literature or media reports of science to discuss the validity and reliability of our data, hypotheses, and conclusions?

IXAnalyzing Patterns

Students organize and classify observed patterns of forms and events which prompt questions about relationships and the factors

Which patterns can we recognize in our observations or our data?

How can we better recognize, classify, and record patterns in the phenomena we


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that influence them.

observe? How can we analyze patterns in rates

of change? How can we relate patterns to the

nature of microscopic and atomic-level structure?

How many different patterns may be observed at each of the scales at which a system is studied?

XAnalyzing and

Explaining Causal Relationships

Students investigate and explain causal relationships and the mechanisms by which events are mediated. Students also test mechanisms across given contexts and use them to predict and explain events in new contexts.

What might be causing patterns and relationships in our observations and data?

How do we design tests that gather more evidence to support or refute the observed pattern?

How do we know if there a cause-and-effect relationship in the systems we are studying?

What mechanisms caused something to happen?

What conditions were critical for something to happen?

How can standard scientific theories that explain the causal mechanisms in the systems under help us understand our observations or data?

XIAssessing the

Impact of Scale, Proportion, and

Quantity

Students recognize what is relevant at different measures of size, time, and energy and how changes in scale, proportion, or quantity affect a system’s structure or performance.

How do objects, space, and time relate to our world in scale models and maps?

How do relative scales, the biggest and smallest, hottest and coolest, fastest and slowest, help us describe scale, proportion, and quantity?

How do standard units of measurement help us describe the natural world?

How can we build a diagram or a model of a familiar system?

How can we use the use of mathematical relationships between quantities to describe the size and time scales relevant to various objects, systems, and processes?

How can we represent our data with graphs?

How does the change in one variable help us predict the effect of on another?

XIIInvestigating Systems and

System Models

Students define the system under study, specifying its boundaries and making explicit a model of that system in order to understand it and to test their ideas.

Can we express our thinking with drawings or diagrams and with written or oral descriptions?

How can we describe objects or organisms in terms of their parts and the


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roles those parts play in the functioning of the object or organism, and note the relationships between the parts?

How can we add invisible features of a system to our model (energy flows, or matter transfers)?

How can we incorporate mathematical ideas, such as ratios and simple graphs in our model?

How do the assumptions and approximations that have been built into our model limit the precision and reliability of its predictions?

How can we create a plan for creating a model that another child can follow?

How can we describe the system we are studying in terms of component parts and their interactions

How can we improve our model of the system describing its inputs, outputs, and processes?

XIIIAnalyzing Flows,

Cycles, and Conservation of

Energy and Matter

Students track fluxes of energy and matter into, out of, and within systems understanding its possibilities and limitations.

How is matter conserved? How does matter flow into, out of, and

within this system? How does the weight of a substance

change before and after a process occurs?

How is stored energy released from food or fuel?

How are mass and weight different? How do nuclear substructures help us

to better understand conservation laws?

XIVExploring

Structure and Function

Students investigate the way in which an object or living thing is shaped and its substructure in order to determine its properties and functions.

How shape and stability are related for a structure or purpose?

How does structure relate to mechanical function?

How are the particles that make up a material related to its properties?

How do the shape of body parts relate to their function?

How can we apply our knowledge of the relationships between structure and function when investigating new phenomena?

How do examining in detail what a system is made of and the shapes of its parts help in deciphering how a system works?

How do relationships of structure and function help to successfully produce a design?


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XVInvestigating Stability and

Change

Students study the conditions of stability and causes for rates of change or evolution of a system.

What could we change to make this balance better?

How fast did the organisms grow? Why does the system not change? How do subtle or conditional situations

and the need for feedback to maintain stability?

How does a system undergo subtle, sudden, or gradual change over time?

How do modeling rates of change, conditions under which the system is stable or changes, help to construct historical explanations of how things evolved to be the way they are today?


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K-2 Rubrics


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Measurement Topic: Asking Scientific Questions and Framing Engineering Problems

Asking questions and defining problems builds on prior experiences and progresses to simple descriptive questions that can be tested. Student defines a problem, need, or desire that suggests an engineering problem that needs to be solved.

Score Performance IndicatorsYour response shows that…

4Advanced

When you ask questions to find more information about the natural world they are always based on observations.

You are completely accurate when asking and/or identify questions that can be answered by an investigation.

You are completely accurate when defining a simple problem that can be solved through the development of a new or improved object or tool.

3Proficient

When you ask questions to find more information about the natural world they are frequently based on observations.

You are generally accurate when asking and/or identify questions that can be answered by an investigation.

You are generally accurate when defining a simple problem that can be solved through the development of a new or improved object or tool.

2Basic

When you ask questions to find more information about the natural world they are sometimes based on observations.

You are inaccurate when asking and/or identify questions that can be answered by an investigation.

You are inaccurate when defining a simple problem that can be solved through the development of a new or improved object or tool.

1Developin

g

You would benefit from basing questions about the natural on observations. You would benefit from asking and/or identify questions that can be answered by an

investigation. You would benefit from defining a simple problem that can be solved through the

development of a new or improved object or tool.


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Measurement Topic: Developing and Using Models and Visual Representations

Modeling builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.


4Advanced

You are highly effective at distinguishing between a model and the actual object, process, and/or events the model represents.

You are completely accurate when comparing models to identify common features and differences.

You are completely accurate when developing and/or using a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).

You consistently develop a simple model based on evidence to represent a proposed object or tool.

3Proficient

You are somewhat effective at distinguishing between a model and the actual object, process, and/or events the model represents.

You are generally accurate when comparing models to identify common features and differences.

You are generally accurate when developing and/or using a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).

You generally develop a simple model based on evidence to represent a proposed object or tool.

2Basic

You are somewhat effective at distinguishing between a model and the actual object, process, and/or events the model represents.

You are inaccurate when comparing models to identify common features and differences.

You are inaccurate when developing and/or using a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).

You occasionally develop a simple model based on evidence to represent a proposed object or tool.

1Developing

You would benefit from showing the similarities and differences between a model and the actual object, process, and/or events the model represents.

You would benefit from developing and/or using a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).

You would benefit from developing a simple model based on evidence to represent a proposed object or tool.


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Measurement Topic: Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.


4Advanced

You are highly effective when planning and conducting an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.

You are completely accurate when evaluating different ways of observing and/or measuring a phenomenon to determine which way can answer a question.

You always make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons or to determine if an object or tool solves a problem or meets a goal.

You always make predictions based on prior experiences.

3Proficient

You are effective when planning and conducting an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.

You are generally accurate when evaluating different ways of observing and/or measuring a phenomenon to determine which way can answer a question.

You frequently make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons or to determine if an object or tool solves a problem or meets a goal.

You frequently make predictions based on prior experiences.

2Basic

You are somewhat effective when planning and conducting an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.

You are inaccurate when evaluating different ways of observing and/or measuring a phenomenon to determine which way can answer a question.

You sometimes make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons or to determine if an object or tool solves a problem or meets a goal.

You sometimes make predictions based on prior experiences.

1Developing

You would benefit from planning and conducting an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.

You would benefit from evaluating different ways of observing and/or measuring a phenomenon to determine which way can answer a question.

You would benefit from making observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons or or to determine if an object or tool solves a problem or meets a goal..

You would benefit from making predictions based on prior experiences.


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Measurement Topic: Analyzing and Interpreting Data

Analyzing data builds on prior experiences and progresses to collecting, recording, and sharing observations.


4Advanced

You are highly effective when recording information (observations, thoughts, and ideas).

You always use and share pictures, drawings, and/or writings of observations. You always use observations (firsthand or from media) to describe patterns and/or

relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.

You are highly effective when comparing predictions (based on prior experiences) to what occurred (observable events).

You are completely accurate when analyzing data from tests of an object or tool to determine if it works as intended.

3Proficient

You are effective when recording information (observations, thoughts, and ideas). You frequently use and share pictures, drawings, and/or writings of observations. You frequently use observations (firsthand or from media) to describe patterns and/or


You are effective when comparing predictions (based on prior experiences) to what occurred (observable events).

You are generally accurate when analyzing data from tests of an object or tool to determine if it works as intended.

2Basic

You are somewhat effective when recording information (observations, thoughts, and ideas).

You sometimes use and share pictures, drawings, and/or writings of observations. You sometimes use observations (firsthand or from media) to describe patterns and/or


You are highly moderately effective when comparing predictions (based on prior experiences) to what occurred (observable events).

You are inaccurate when analyzing data from tests of an object or tool to determine if it works as intended.

1Developing

You would benefit from recording information (observations, thoughts, and ideas). You would benefit from using and share pictures, drawings, and/or writings of

observations. You would benefit from using observations (firsthand or from media) to describe

patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.

You would benefit from comparing predictions (based on prior experiences) to what occurred (observable events).

You would benefit from analyzing data from tests of an object or tool to determine if it works as intended.


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Measurement Topic: Using Computational Thinking and Mathematical Reasoning

Mathematical and computational thinking builds on prior experience and progresses to recognizing that mathematics can be used to describe the natural and designed world(s).


4Advanced

You are completely accurate when deciding when to use qualitative vs. quantitative data.

You always use counting and numbers to identify and describe patterns in the natural and designed world(s).

You always describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs.

You always use quantitative data to compare two alternative solutions to a problem.

3Proficient

You are accurate when deciding when to use qualitative vs. quantitative data. You frequently use counting and numbers to identify and describe patterns in the

natural and designed world(s). You frequently describe, measure, and/or compare quantitative attributes of different

objects and display the data using simple graphs. You frequently use quantitative data to compare two alternative solutions to a

problem.

2Basic

You are inaccurate when deciding when to use qualitative vs. quantitative data. You sometimes use counting and numbers to identify and describe patterns in the

natural and designed world(s). You sometimes describe, measure, and/or compare quantitative attributes of different

objects and display the data using simple graphs. You sometimes use quantitative data to compare two alternative solutions to a

problem.

1Developing

You would benefit from deciding when to use qualitative vs. quantitative data. You would benefit from using counting and numbers to identify and describe patterns

in the natural and designed world(s). You would benefit from describing, measuring, and/or comparing quantitative

attributes of different objects and display the data using simple graphs. You would benefit from using quantitative data to compare two alternative solutions to

a problem.


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Measurement Topic: Constructing Scientific Explanations and Designing Engineering Solutions

Constructing explanations and designing solutions builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence based accounts of natural phenomena and designing solutions.


4Advanced

You are completely accurate when making observations (firsthand or from media) to construct an evidence-based account for natural phenomena.

You always use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem.

You always generate and/or compare multiple solutions to a problem.

3Proficient

You are accurate when making observations (firsthand or from media) to construct an evidence-based account for natural phenomena.

You frequently use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem.

You frequently generate and/or compare multiple solutions to a problem.

2Basic

You are inaccurate when making observations (firsthand or from media) to construct an evidence-based account for natural phenomena.

You sometimes use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem.

You sometimes generate and/or compare multiple solutions to a problem.

1Developing

You would benefit from making observations (firsthand or from media) to construct an evidence-based account for natural phenomena.

You would benefit from using tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem.

You would benefit from generating and/or comparing multiple solutions to a problem.


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Measurement Topic: Using Evidence to Engage in and Support Arguments

Engaging in argument from evidence builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).


4Advanced

You always identify arguments that are supported by evidence. You are completely accurate when distinguishing between explanations that account

for all gathered evidence and those that do not. You highly effective when analyzing why some evidence is relevant to a scientific

question and some is not. You are completely accurate when distinguishing between opinions and evidence in

your own explanations. You always listen actively to arguments to indicate agreement or disagreement

based on evidence, and/or to retell the main points of the argument. You are completely accurate when constructing an argument with evidence to

support a claim. You are completely accurate when making a claim about the effectiveness of an

object, tool, or solution that is supported by relevant evidence.

3Proficient

You frequently identify arguments that are supported by evidence. You are generally accurate when distinguishing between explanations that account

for all gathered evidence and those that do not. You highly effective when analyzing why some evidence is relevant to a scientific

question and some is not. You are generally accurate when distinguishing between opinions and evidence in

your own explanations. You frequently listen actively to arguments to indicate agreement or disagreement

based on evidence, and/or to retell the main points of the argument. You are generally accurate when constructing an argument with evidence to support

a claim. You are generally accurate when making a claim about the effectiveness of an

object, tool, or solution that is supported by relevant evidence.

2Basic

You sometimes identify arguments that are supported by evidence. You are inaccurate when distinguishing between explanations that account for all

gathered evidence and those that do not. You somewhat effective when analyzing why some evidence is relevant to a

scientific question and some is not. You are inaccurate when distinguishing between opinions and evidence in your own

explanations. You sometimes listen actively to arguments to indicate agreement or disagreement

based on evidence, and/or to retell the main points of the argument. You are inaccurate when constructing an argument with evidence to support a claim. You are inaccurate when making a claim about the effectiveness of an object, tool, or

solution that is supported by relevant evidence.


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1Developing

You would benefit from identify arguments that are supported by evidence. You would benefit from distinguishing between explanations that account for all

gathered evidence and those that do not. You would benefit from analyzing why some evidence is relevant to a scientific

question and some is not. You would benefit from distinguishing between opinions and evidence in your own

explanations. You would benefit from listening actively to arguments to indicate agreement or

disagreement based on evidence, and/or to retell the main points of the argument. You would benefit from constructing an argument with evidence to support a claim. You would benefit from making a claim about the effectiveness of an object, tool, or

solution that is supported by relevant evidence.


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Measurement Topic: Analyzing, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information builds on prior experiences and uses observations and texts to communicate new information.


4Advanced

You always read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

You are completely accurate when describing how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea.

You are highly effective when obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question and/or supporting a scientific claim.

You always communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide detail about scientific ideas, practices, and/or design ideas.

3Proficient

You frequently read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

You are generally accurate when describing how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea.

You are effective when obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question and/or supporting a scientific claim.

You frequently communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide detail about scientific ideas, practices, and/or design ideas.

2Basic

You sometimes read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

You are accurate when describing how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea.

You are ineffective when obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question and/or supporting a scientific claim.

You sometimes communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide detail about scientific ideas, practices, and/or design ideas.


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1Developing

You would benefit from reading grade-appropriate texts and/or using media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

You would benefit from describing how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea.

You would benefit from obtaining information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question and/or supporting a scientific claim.

You would benefit from communicating information or designing ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide detail about scientific ideas, practices, and/or design ideas.


20

Measurement Topic: Analyzing Patterns

Children recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.


4Advanced

You always recognize that patterns in the natural and human designed world can be observed

You are highly effective at using patterns to describe phenomena. You are highly effective at using patterns as evidence.

3Proficient

You frequently recognize that patterns in the natural and human designed world can be observed

You are effective at using patterns to describe phenomena. You are effective at using patterns as evidence.

2Basic

You sometimes recognize that patterns in the natural and human designed world can be observed

You are ineffective at using patterns to describe phenomena. You are ineffective at using patterns as evidence.

1Developing

You would benefit from recognizing that patterns in the natural and human designed world can be observed

You would benefit from using patterns to describe phenomena. You would benefit from using patterns as evidence.


21

Measurement Topic: Analyzing and Explaining Causal Relationships

Students learn that events have causes that generate observable patterns. They design simple tests to gather evidence to support or refute their own ideas about causes.


4Advanced

You have a complete understanding that events have causes that generate observable patterns.

You are completely accurate design simple tests to gather evidence to support or refute student ideas about causes.

3Proficient

You have a substantial understanding that events have causes that generate observable patterns.

You are accurate design simple tests to gather evidence to support or refute student ideas about causes.

2Basic

You have a partial understanding that events have causes that generate observable patterns.

You are inaccurate design simple tests to gather evidence to support or refute student ideas about causes.

1Developing

You would benefit from exploring causes that generate observable patterns. You would benefit from designing simple tests to gather evidence to support or refute

student ideas about causes.


22

Measurement Topic: Assessing the Impact of Scale, Proportion, and Quantity

Students use relative scales (e.g., bigger and smaller; hotter and colder; faster and slower) to describe objects. They use standard units to measure length.


4Advanced

You are completely accurate when using relative scales to compare and describe objects and events (e.g. bigger and smaller, hotter and colder, faster and slower).

You are completely accurate when using standard units to make measurements.

3Proficient

You are generally accurate when using relative scales to compare and describe objects and events (e.g. bigger and smaller, hotter and colder, faster and slower).

You are generally accurate when using standard units to make measurements.

2Basic

You are inaccurate when using relative scales to compare and describe objects and events (e.g. bigger and smaller, hotter and colder, faster and slower).

You are inaccurate when using standard units to make measurements.

1Developing

You would benefit from using relative scales to compare and describe objects and events (e.g. bigger and smaller, hotter and colder, faster and slower).

You would benefit from using standard units to make measurements.


23

Measurement Topic: Investigating Systems and System Models

Students understand objects and organisms can be described in terms of their parts; and systems in the natural and designed world have parts that work together.


4Advanced

You are completely accurate when describing objects and organisms in terms of their parts.

You are completely accurate when showing that systems in the natural and designed world have parts that work together.

3Proficient

You are generally accurate when describing objects and organisms in terms of their parts.

You are generally accurate when showing that systems in the natural and designed world have parts that work together.

2Basic

You are inaccurate when describing objects and organisms in terms of their parts. You are inaccurate when showing that systems in the natural and designed world

have parts that work together.

1Developing

You would benefit from describing objects and organisms in terms of their parts. You would benefit from showing that systems in the natural and designed world have

parts that work together.


24

Measurement Topic: Analyzing Flows, Cycles, and Conservation of Energy and Matter

Students observe objects may break into smaller pieces, be put together into larger pieces, or change shapes.


4Advanced

You are completely accurate when showing how objects may break into smaller pieces, be put together into larger pieces, or change shapes.

3Proficient

You generally accurate when showing how objects may break into smaller pieces, be put together into larger pieces, or change shapes.

2Basic

You are inaccurate when showing how objects may break into smaller pieces, be put together into larger pieces, or change shapes.

1Developing

You can benefit from showing how objects may break into smaller pieces, be put together into larger pieces, or change shapes.


25

Measurement Topic: Exploring Structure and Function

Students observe the shape and stability of structures of natural and designed objects are related to their function(s).


4Advanced

You are completely accurate when showing that the shape and stability of structures of natural and designed objects are related to their function(s).

3Proficient

You are generally accurate when showing that the shape and stability of structures of natural and designed objects are related to their function(s).

2Basic

You are inaccurate when showing that the shape and stability of structures of natural and designed objects are related to their function(s).

1Developing

You can benefit from showing that the shape and stability of structures of natural and designed objects are related to their function(s).


26

Measurement Topic: Investigating Stability and Change

Students observe some things stay the same while other things change, and things may change slowly or rapidly.


4Advanced

You are completely accurate in showing that some things stay the same while other things change.

You are completely accurate in showing that things may change slowly or rapidly.

3Proficient

You are generally accurate in showing that some things stay the same while other things change.

You are generally accurate in showing that things may change slowly or rapidly.

2Basic

You are inaccurate in showing that some things stay the same while other things change.

You are inaccurate in showing that things may change slowly or rapidly.

1Developing

You would benefit from showing that some things stay the same while other things change.

You would benefit from showing that things may change slowly or rapidly.


27

Documents

Science Measurement Topics and Rubrics Version 3.0 K-2